Our philosophy is created through a collaboration between our educators, families and wider community. As we learn and grow as a centre, so does our philosophy.  

Our curriculum teaches and brings to life the values, traditions, and appreciation of Judaism at a level the children can understand. The play-based curriculum seamlessly integrates the Jewish Holidays and topics with all areas of the Early Years Learning Framework. We are a community of people committed to the care and development of young children, helping them to flourish and bloom as they reach their true potential and take their place in the world as kind and compassionate global citizens.

Children are recognised as active, capable, competent and valued members of our community. The children are at the centre of all that we do, allowing them to take an active role in the construction, acquisition and direction of their learning. Through listening to their ideas, seeking their opinions and observing their actions, we are able to plan according to what interests the child and ensure their voice is represented by our programs and visually in our service. We work in partnership to make decisions affecting their individual learning journey. By recognising the ‘rights of the child’ (UN Conventions), we empower them with a sense of agency over their learning and environment.

We provide a space that is supportive, welcoming and inclusive, recognising each child as unique and individual. We recognise the value of equity and strive to provide every child with the tools and experiences that they need to succeed and to thrive. In accepting and embracing our differences, we acknowledge each child, each family and each member of staff for who they are. We respect the diverse range of backgrounds our families and staff derive from and encourage them to share this diversity within the practices of our service.

We recognise and acknowledge individuals for their strengths and use this as a way of supporting children and staff to always do and be their best and give them opportunities to mentor others. This may be achieved through mixed age groupings with the children and leadership opportunities for staff. We highly regard experience and skills among our Educators and actively encourage ongoing professional development, thus ensuring ongoing professional standards in our service delivery.

Each of our Educators have a thorough knowledge of child development whilst also staying abreast of current trends and developments in Early Years pedagogy. Our program delivery actively fosters consistency across the whole service, with a focus on developing the whole child as they progress through different ages and stages of development within the service. The use of ‘room readiness checks’, developmental milestone profiles and close communication between rooms, ensures that children are transitioned according to individual readiness, giving them the best chance of success in their new environment.

Resources and equipment are age appropriate but carefully selected to allow the children opportunities to challenge themselves and to take risks in a safe way that encourages persistence and develops resilience.

We place a great deal of importance on the natural world and allow our children many opportunities throughout the day to access the outdoors (in all seasons). Nature play is an integral part of our pedagogical practice and we encourage the use of naturally sourced materials for experimentation and exploration. All children are actively involved in the care and maintenance of our outdoor environments and gardens, including our edible community garden. We have a strong focus on sustainable practices and look for opportunities, throughout our programming, to engage in up-cycling, recycling and conservation of water.

Each of our Educators have a thorough knowledge of child development whilst also staying abreast of current trends and developments in Early Years pedagogy. Our program delivery actively fosters consistency across the whole service, with a focus on developing the whole child as they progress through different ages and stages of development within the service. The use of ‘room readiness checks’, developmental milestone profiles and close communication between rooms, ensures that children are transitioned according to individual readiness, giving them the best chance of success in their new environment.

Resources and equipment are age appropriate but carefully selected to allow the children opportunities to challenge themselves and to take risks in a safe way that encourages persistence and develops resilience.

We place a great deal of importance on the natural world and allow our children many opportunities throughout the day to access the outdoors (in all seasons). Nature play is an integral part of our pedagogical practice and we encourage the use of naturally sourced materials for experimentation and exploration. All children are actively involved in the care and maintenance of our outdoor environments and gardens, including our edible community garden. We have a strong focus on sustainable practices and look for opportunities, throughout our programming, to engage in up-cycling, recycling and conservation of water.

Our goal is to create a place where every child feels valued, loved and inspired.